Suggesting that third space working may be indicative of future trends in professional identities, this title will be of prime interest to senior institutional managers and members of their senior management teams.
Author: Celia Whitchurch
"Drawing on studies conducted in Australia, the United Kingdom and the United States, this book focuses on a growing number of staff who undertake roles associated with broadly based projects that have emerged in higher education institutions, including student life and welfare, widening participation, learning support, community partnership, research and business partnership, and institutional research. At the same time as professional staff are acquiring academic credentials, some academic staff are moving in a more project-oriented direction, effectively creating a Third Space between professional and academic spheres of activity. Associated with these changes, the concept of service has become re-oriented towards one of partnership between professional and academic colleagues, students and external agencies. Furthermore, although hierarchical line relationships continue to exist, these may be less significant in day-to-day working than lateral networks, and individuals may identify more closely with projects and teams than with formal organisational structures. Yet such developments have tended to occur 'under the radar', and have not been fully articulated. The concept of Third Space is offered as a way of exploring the emergence of less boundaried roles and identities in higher education community, and of considering the implications of these for individuals and institution"--
In Changing Identities and Voices in Higher Education. Eds. R. Barnett and R. di
Napoli. Abingdon: Routledge. Teichler, U., A. Arimoto and W. Cummings (2013).
The Changing Academic Profession: Major Findings of a Comparative Survey.
Author: Celia Whitchurch
Drawing on two international research projects, Reconstructing Relationships in Higher Education: Challenging Agendas looks behind formal organisational structures and workforce patterns to consider the significance of relationships, particularly at local and informal levels, for the aspirations and motivations of academic faculty. In practice, and day-to-day, such relationships can overlay formal reporting lines and therefore inform, to a greater or lesser extent, the overall relationship between individuals and institutions. As a result, from an institutional point of view, relationships may be a critical factor in the realisation of strategy, and can in practice have a disproportionate effect, both positively and negatively. However, little attention has been paid to the role that they play in understanding the interface between individuals and institutions at a time of ongoing diversification of the workforce. For instance, they may provide space, which in turn may be implicit and discretionary, in which negotiation and influence can occur. In this context, Reconstructing Relationships in Higher Education also reviews ways in which institutions are responding to more agentic approaches by academic faculty, particularly younger cohorts, and the significance of local managers, mentors and academic networks in supporting individuals and promoting career development. The text, which examines the dynamics of working relationships at local and institutional level, will be of interest to senior management teams, practising managers at all levels, academic faculty, and researchers in the field of higher education.
Higher Education 58, no. 3: 407– 18. doi:10.1007/s10734- 009- 9202- 4. ———.
2013. Reconstructing Identities in Higher Education: The Rise of “Third Space”
Professionals. Society for Research into Higher Education. New York: Routledge.
Author: Brendan Cantwell
Publisher: JHU Press
Today, nearly every aspect of higher educationâ€”including student recruitment, classroom instruction, faculty research, administrative governance, and the control of intellectual propertyâ€”is embedded in a political economy with links to the market and the state. Academic capitalism offers a powerful framework for understanding this relationship. Essentially, it allows us to understand higher education’s shift from creating scholarship and learning as a public good to generating knowledge as a commodity to be monetized in market activities. In Academic Capitalism in the Age of Globalization, Brendan Cantwell and Ilkka Kauppinen assemble an international team of leading scholars to explore the profound ways in which globalization and the knowledge economy have transformed higher education around the world. The book offers an in-depth assessment of the theoretical foundations of academic capitalism, as well as new empirical insights into how the process of academic capitalism has played out. Chapters address academic capitalism from historical, transnational, national, and local perspectives. Each contributor offers fascinating insights into both new conceptual interpretations of and practical institutional and national responses to academic capitalism. Incorporating years of research by influential theorists and building on the work of Sheila Slaughter, Larry Leslie, and Gary Rhoades, Academic Capitalism in the Age of Globalization provides a provocative update for understanding academic capitalism. The book will appeal to anyone trying to make sense of contemporary higher education.
Reconstructing. identities. in. higher. education. As a result of this project,
students have increased their ability to plan, implement and assess their learning
reflectively, and to understand documentation relevant to creative careers. While
Author: Pamela Burnard
Publisher: Bloomsbury Publishing
Activating Diverse Musical Creativities analyses the ways in which music programmes in higher education can activate and foster diverse musical creativities. It also demonstrates the relationship between musical creativities and entrepreneurship in higher education teaching and learning. These issues are of vital significance to contemporary educational practice and training in both university and conservatoire contexts, particularly when considered alongside the growing importance of entrepreneurship, defined here as a type of creativity, for successful musicians working in the 21st century creative and cultural industries. International contributors address a broad spectrum of musical creativities in higher education, such as improvisational creativity, empathic creativity and leadership creativity, demonstrating the transformative possibilities of embedding these within higher music education teaching and learning. The chapters explore the active practice of musical creativities in teaching and learning and recognize their mutual dependency. The contributors consider philosophical and practical concerns in their work on teaching for creativity in higher music education and focus on practices using imaginative approaches in order to make learning more interesting, effective and relevant.
Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for ...
Author: Elizabeth J. Allan
Reconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including: purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university. Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy makers will find this book contributes significantly to their own policy analysis, practice, and discourse. Elizabeth J. Allan is an Associate Professor of Higher Education at the University of Maine where she is also an affiliated faculty member with the Women’s Studies program. Susan V. Iverson is an Assistant Professor of Higher Education Administration & Student Personnel at Kent State University where she is also an affiliated faculty member with the Women’s Studies Program. Rebecca Ropers-Huilman is a Professor of Higher Education at the University of Minnesota.
Whitchurch, C. (2012) Reconstructing Identities inHigher Education:The rise of
the 'thirdspace' professionals, Oxon: Routledge. Useful websites 1994 Group (UK
) http://www.1994group.ac.uk/publications Admissions to Higher Education.
Author: Michelle Morgan
Supporting Student Diversity in Higher Education is a working manual that is designed to help managers, academics and members of the professional service teams within universities, recruit and support a diverse student body across the student lifecycle at the same time as delivering a quality student experience in a challenging and pressured environment. Using the Student Experience Practitioner Model as a framework, this book helps colleagues responsible for improving the student experience navigate their way through the maze of student diversity across all levels of study, determining what to deliver, how to deliver it and to whom. It interlinks academic, welfare and support activities at faculty department, school, course and university level to support the student in their university journey. Containing 40 practical and innovative undergraduate UK and international case studies from across 12 countries spanning four continents, this book provides practical examples of recruiting and supporting a diverse student body. It includes initiatives to support: mature students (e.g. academic re-engagement); students with special needs (e.g. dyslexia and other disabilities); international students (e.g. language support requirements); students at risk (e.g. lower socio-economic groups, care leavers, male learners); Transfer and direct entry students (e.g. supporting students through this transition); individual learners and their learning needs (impact of personality on learning); students who support students (e.g. peer support). This book will be of great use to senior and middle administrative managers and academics involved in the recruitment, retention and progression of students; and also to anyone involved in education policy and students aiming to work in higher education.
For much of the twentieth century, Britain provided conditions that were
conducive to the development in universities of ... understood as one of
significant identity delegitimisation and reconstruction in the context of national
and international ...
Author: Tor Halvorsen
Publisher: Cambridge Scholars Publishing
The university in Europe – as a central institution of society – is presently met with many new expectations challenging established practices and self-understandings of academics across Europe. In the European Union, the higher education and research system has become a foremost tool of change. Current reforms across national higher education systems are seen as a potential for creating a European Higher Education Area, as well as an opportunity to introduce EU policies and ideas addressing how reforms can contribute to promote this as an EU dimension. An argument that only reforms of the higher education institution – in particular the research university, as a European institution – can make Europe regain its competitive force and economic growth-potential has gained currency in the last decade with reference to the US. The university system of the US, particularly its highly regarded elite universities, is also held forth as a model for the developments in the EU, and thus for the reforms of the different countries of EU. In this book, however, it is demonstrated that much of the political rhetoric about the construction of the future knowledge economy of Europe and the promotion of a European Higher Education Area may contradict basic values that give Europe its identity as a cultural region. Promoting the US university as an ideal model does not do justice to the kind of problems the US is facing in their own reform efforts, nor does it reflect properly the social costs of copying such an elite system. The book raises a number of issues relating to elitism and democracy, internationalisation and regionalisation, and new forms of governance in higher education and research which current EU policies seem to neglect.
Becoming a university lecturer in teacher education: expert school teachers
reconstructing their pedagogy and identity Pete Boyd and Kim Harris University
of Cumbria, UK This article contributes to understanding of the professional
learning of ...
Author: Tony Bates
This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.
Generally , the Baba reformers were most influential in promoting higher English
- medium education . Two outstanding examples are the support for the
Singapore Chinese Girls ' School mentioned earlier and the establishment of
Author: Jurgen Rudolph
Publisher: Ashgate Publishing
The aim of this text is to provide a social history of the Babas in Singapore. It describes and analyzes social, political and cultural aspects of their identities by taking into account the conceptual history of Baba designations from 1819-1994. It argues that defining the Babas is misleading, it is more meaningful to adopt a socio-historical approach that differentiates spaciotemporally-distinct Baba identities. Such an approach is usually avoided not only in research on the Babas, but in many other sociological, anthropological or historical studies. It concludes that there is no such thing as a Baba identity, it has always been in flux and needs to be reconstructed taking seriously the conceptual history. The two crucial turning-points in the history of the Babas, namely the Japanese occupation (1942-1945) and self-rule (1959) led to public emphasis on their culture. Prior emphasis on their former status as a political and economic elite have been hitherto neglected. Taking into account all aspects (legal, political, economic, cultural, linguistic, religious) of Baba identities leads us to a fascinating trajectory of a potential group.
higher and higher education . Due to the high selectivity of Chinese higher
education , higher education does not only cultivate one's intellectual capabilities
; it also increases his or her professional mobility . Consequently , for both men
Author: Peiling Zhao
This binary thinking is reinforced in sociology where Chinese students are dichotomized as submissive, quiet, uncreative, and feminine learners as opposed to the rebellious, loud, creative, and masculine American learners. These binaries are echoed further in the dichotomy between an authoritative, teacher-centered, and traditional Chinese composition teacher identity and a liberatory, student-centered, and nontraditional American composition teacher identity. Deeply entrenched in these various dichotomous views is the Western dichotomy about femininity and masculinity. Despite the constant critique from various disciplines, dichotomous views of gender persist, opposing directly to the complementary notion of femininity and masculinity in Chinese culture, and consequently leading to misconceptions about Chinese subjectivity in U.S.
He maintains that universities must play a role in creating "a genuine 'centrist'
culture, organized around a liberal political ... European university rector is
speaking about reconstructing the Romanian higher education and cultural
system along ...
Author: Russell F. Farnen
Publisher: Transaction Publishers
Nationalism, national identity, and ethnicity are cultural issues in contemporary Western societies. Problems in the United States, the Netherlands, Germany, Austria, Turkey, Poland, Croatia, the Ukraine, Hungary, and Bulgaria illustrate both large-scale internal variations in these phenomena as well as their cross-national relevance for teaching, research, and educational development on such subjects as multiculturalism, ethnic diversity, and socialization.
Identity: the. professional. is. political. There is a psychic economy involved in
quality assurance. Quality assessment ... of academic work have had a profound
impact on reconstructing academic conditions of work and academic identities.
Publisher: McGraw-Hill Education (UK)
This book examines the power relationships that organize and facilitate quality assurance in higher education. It investigates power in terms of macro systems of accountability, surveillance and regulation, and uncovers the ways in which quality is experienced by academics and managers in higher education. Louise Morley reveals some of the hidden transcripts behind quality assurance and poses significant questions: * What signs of quality in higher education are being performed and valued? * What losses, gains, fears and anxieties are activated by the procedures? * Is the culture of excellence resulting in mediocrity? Quality and Power in Higher Education covers a wide range of issues including: the policy contexts, new managerialism, the costs of quality assurance, collegiality, peer review, gender and equity implications, occupational stress, commodification and consumer values in higher education, performance, league tables, benchmarking, increasing workloads and the long-term effects on the academy. It draws upon Morley's empirical work in the UK on international studies and on literature from sociology, higher education studies, organization studies and feminist theory. It is important reading for students and scholars of higher education policy and practice, and for university managers and policy-makers.
New Insights on Asian Americans and Pacific Islanders, and the Implications for
Higher Education Samuel D. Museus, Dina C. Maramba, Robert T. Teranishi.
Reconstructing Ethnic Identity and Developing Purpose Ethnic identity was a
Author: Samuel D. Museus
Publisher: Stylus Publishing, LLC
While Asian Americans and Pacific Islanders (AAPIs) are growing faster than any other racial group in the U.S., they are all but invisible in higher education, and generally ignored in the research literature, and thus greatly misrepresented and misunderstood. This book presents disaggregated data to unmask important academic achievement and other disparities within the population, and offers new insights that promote more authentic understandings of the realities masked by the designation of AAPI. In offering new perspectives, conceptual frameworks, and empirical research by seasoned and emerging scholars, this book both makes a significant contribution to the emerging knowledge base on AAPIs, and identifies new directions for future scholarship on this population. Its overarching purpose is to provide policymakers, practitioners, and researchers in higher education with the information they need to serve an increasingly important segment of their student populations. In dispelling such misconceptions as that Asian Americans are not really racial minorities, the book opens up the complexity of the racial and ethnic minorities within this group, and identifies the unique challenges that require the attention of anyone in higher education concerned with student access and success, as well as the pipeline to the professoriate.
Walker. M (ed) (2001a) Reconstructing professionalism in university teaching:
teachers and learners in action. ... Walker, M (1998) 'Academic Identities: women
on a South African Landscape', British Journal of Sociology of Education, 19 (3),
Author: Lynne Gornall
Publisher: A&C Black
Academic Working Lives: Experience, Practice and Change examines the ways in which lecturers and their roles have developed in the modern academic workplace. The book offers insights into changing occupational roles, institutions and the adaptations around flexible and mobile working in everyday professional life. The editors have drawn together an impressive range of research perspectives and themed topics that cover the key aspects of academic professional identity and relationships, as well as reflecting experiences of learning and development at work in today's academy. The contributors explore lecturers' everyday working experiences in the light of the impact of policy changes, and the modes of academic leadership and management in contemporary higher education. Contributions reflect situations and contexts from across the UK and internationally, in taking account of the changing workforce, evolving pedagogies and new technologies in the working lives of today's educational professionals.
... as a "Hispanic" student is considered a member of an under- represented
group in higher education and may thus be ... Second, just as identity is a
continual, emerging process, so can be the relevance of a certain identificatory
Author: Agnes Weiyun He
Publisher: Greenwood Publishing Group
Describes the role language plays in shaping institutional role identities, in accomplishing institutional tasks and activities, and in constituting associated knowledge and affective stances.
Davis, F. (1977). Deviance disavowal. In J. Stubbins (Ed.), Social and
psychological aspects of disability. Baltimore: University Park Press. Deaux, K. (
1993). Reconstructing social identity. Personality and Social Psychology Bulletin,
Author: William B. Gudykunst
Bridging Differences: Effective Intergroup Communication is based on the assumption that the processes operating when we communicate with people from other groups are the same processes operating when we communicate with people from our own groups. Author William B. Gudykunst has written this book from the perspective of "communicating with strangers" and addresses how factors related to our group memberships (e.g., inaccurate and unfavorable stereotypes of members of other cultures and ethnic groups) can cause us to misinterpret the messages we receive from members of those groups. Designed for students taking courses in Intercultural Communication or Intergroup Communication, Bridging Differences is also useful for many courses in Cultural Studies, Anthropology, Sociology, and Management.
Mediated identity in the emerging digitalage: A dialogical perspective. Identity: An
international Journal ... Integration of communication, coordination and learning
material A guide for the functionality of collaborative learning environments. ...
Internet and Higher Education, 10(1), 3-14. Hoare, S. ... R. B. (2004).
Reconstructing undergraduate education: Using learning science 351
Compilation of References.
Author: Payne, Carla R.
Publisher: IGI Global
"This volume is grounded in the thesis that information technology may offer the only viable avenue to the implementation of constructivist and progressive educational principles in higher education, and that the numerous efforts now under way to realize these principles deserve examination and evaluation"--Provided by publisher.